Purpose of the Pacing Guides - SharpSchoolmauryk12.ss9.sharpschool.com/UserFiles/Servers/Server...Maury County Public Schools, Spring 2019 5th Grade ELA Pacing Guide 4 VA: Vocabulary

Maury County Public Schools, Spring 2019 5th Grade ELA Pacing Guide 1

Purpose of the Pacing Guides

This pacing guide provides a map for instructing the required standards in a logical sequence. Just as a map may show multiple routes for arriving at a

destination, a pacing document is simple a guide for ensuring all standards are instructed within an academic school year. While it is the expectation that

standards noted in a specified nine weeks be instructed within that period, teachers have the professional liberty to teach these standards in a preferred order

during that nine-weeks period.

Teachers are certainly the authority on how to teach the standard. Teaching grade-level standards to a depth that ensures students master the content by the

end of the school year is the goal. Teacher must teach a curriculum that favors depth over breadth rather than being “an inch deep and a mile wide.” Assessing

learning needs of each student and providing interventions to help students master grade-level standards are critical to student academic growth.

Integration of social studies and/or science standards in ELA and math instruction is encouraged as feasible. Teacher collaboration for the purpose of integrating

instruction of literacy, social studies, and/or science standards will enhance the total instructional program of a school.

Literature and Informational Text in the English/Language Arts Classroom

Elementary Classrooms Middle Grades ELA Classrooms High School English Classrooms

50% literature with introduction to the different genres.

Emphasis on literature with an integrated examination of themes across genres; some

specific genre studies.

Emphasis on literature and the interaction among archetypal story patterns and the

references of classical, traditional, and religious texts in contemporary texts.

50% informational text with introduction to the different text

features and text structures in scientific and social studies texts.

Literary nonfiction as a means of exploration on matters of science, social studies, and

other specialized disciplines.

Literary nonfiction as a means of contemplation of concepts on matters of

science, social studies, and specialized disciplines.

Informational text as it can be used to research and support an argument.

Sophisticated informational text from specialized disciplines as it can be used to

research and support an argument. Note on Coding:

5.FL.WC.4 -- 5 is the grade level; Foundational Literacy (FL) is the strand; Word Composition (WC) is the category; 4 is the standard number within the strand.

Abbreviation Key:

O: Ongoing standard (standards that are continually instructed and assessed throughout the year)

E: Standard explicitly instructed M: Standard instructed and assessed to gauge mastery *: Indicates a Power Standard, based on the TNReady Blueprints


Year at a Glance

Foundational Literacy Reading Literature Writing Q1 Q2 Q3 Q4 Standard Tested

Percentage Q1 Q2 Q3 Q4 Standard Tested

Percentage Q1 Q2 Q3 Q4 Standard Tested

Percentage

E E E M 5.FL.PWR.3 68-73% E M O *5.RL.KID.1 68-76%

E M *5.W.TTP.3 24-32% E E E M *5.FL.WC.4 E E M O *5.RL.KID.2 E M O *5.W.TTP.1

E E E M 5.FL.F.5 E E M O *5.RL.KID.3 E M O O *5.W.TTP.2

E M O O *5.FL.SC.6.a E M O *5.RL.CS.4 E E E M 5.W.PDW.4

E M *5.FL.SC.6.b E M O O *5.RL.CS.5 E E E M 5.W.PDW.5

E M O *5.FL.SC.6.c E M O *5.RL.CS.6 E E M 5.W.PDW.6

E M O *5.FL.SC.6.d E M *5.RL.IKI.7 E M 5.W.RBPK.7

E M O O *5.FL.SC.6.e E M *5.RL.IKI.9 E M O O 5.W.RBPK.8

E M O O *5.FL.SC.6.f E E E M 5.RL.RRTC.10

E M O O 5.W.RBPK.9

E M O O *5.FL.SC.6.g E E E M 5.W.RBPK.10

E M O O *5.FL.SC.6.h Reading Informational Text E E E M 5.W.RW.10

E M O *5.FL.SC.6.i Q1 Q2 Q3 Q4 Standard Tested Percentage

E M O *5.FL.SC.6.j E M O O *5.RI.KID.1 68-76%

Speaking and Listening E E E M *5.FL.VA.7a E M O O *5.RI.KID.2 Q1 Q2 Q3 Q4 Standard Tested

Percentage

E E M O *5.FL.VA.7b E M O *5.RI.KID.3 E E E M 5.SL.CC.1

E E E M *5.FL.VA.7c E M *5.RI.CS.4 E E M O 5.SL.CC.2

E M O *5.RI.CS.5 E E M 5.SL.CC.3

E E M O *5.RI.CS.6 E E M 5.SL.PKI.4

E E M O *5.RI.IKI.7 E/M

5.SL.PKI.5

E E M *5.RI.IKI.8 E E M 5.SL.PKI.6

E E M *5.RI.IKI.9

E E E M 5.RI.RRTC.10


Q1 Tennessee Academic Standards: English Language Arts

Foundational Literacy

PC: Print Concepts – PA: Phonological Awareness- 5.FL.PWR: Phonics and Word Recognition E 5.FL.PWR.3- Know and apply grade level phonics and word analysis skills when decoding isolated words in connected text.

a) use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and suffixes) to read accurately unfamiliar multisyllabic words in context and out of context.

5.FL.WC: Word Composition E *5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.

a) Spell grade-appropriate words correctly consulting references as needed. b) Write legibly in manuscript and cursive.

5.FL.FL: Fluency E 5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.

a) Read grade-level text with purpose and understanding. b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c) Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.

5.FL.SC: Sentence Composition

E

*5. FL.SC.6- Demonstrate commands of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing. a) Explain the function of conjunctions, prepositions, and interjections as used in general and in particular sentences. e) Use correlative conjunctions f) Use punctuation to separate items in a series g) Use comma to separate an introductory element from the rest of the sentence. h) Use comma to set off the words yes and no, to set off a tag question from the rest of the sentence (e.g., it’s true, isn’t it), and to indicate direct address.


VA: Vocabulary Acquisition E E E

*5.FL.VA.7a- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. i- Use context as a clue to the meaning of a word or phrase. ii- Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word. iii- Consult references materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. *5. FL.VA.7b- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. i- Interpret figurative language, including similes and metaphors, in context. ii- Recognize and explain the meaning of common idioms and proverbs. iii- Use the relationship between particular words to better understand each of the words. *5.FL.VA.7c- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Reading – Literature

5.RL.KID: Key Ideas and Details (Literal Understanding)

E E

*5.RL.KID.2- Determine a theme or central idea of a story, drama, or poem from details in the text; summarize the text. *5.RL.KID.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.

5.RL.CS: Craft and Structure (Inferential Understanding)

E *5.RL.CS.5- Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of particular texts.

5.RL.RRTC: Range of Reading and Level of Text Complexity

E 5.RL.RRTC.10- Read and comprehend stories and poems at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading – Informational Text

5.RI.KID: Key Ideas and Details (Literal Understanding)

E E

*5.RI.KID.1- Quote accurately form a text when explaining what the text says explicitly and when drawing inferences from the text. *5.RI.KID.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.


5.RI.CS: Craft and Structure (Inferential Understanding)

E 5.RI.CS.6- Analyze the similarities and difference in points of view of multiple accounts of the same event or topic.

5.RI.IKI: Integration of Knowledge and Ideas (Analytical Understanding) E *5.RI.IKI.7- Locate an answer to a question or solve a problem, drawing on information from multiple print or digital sources.

5.RI.RRTC: Range of Reading and Level of Text Complexity

E 5.RI.RRTC.10- Read and comprehend stories and informational texts at the high end of the grades 4-5 text complexity band independently and proficiently.

Speaking and Listening

5.SL.CC: Comprehension and Collaboration E E

5.SL.CC.1- Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly. 5.SL.CC.2- Summarize a text presented in diverse media such as visual, quantitative, and oral formats.

Writing

5.W.TTP: Text Types and Protocol

E *5.W.TTP.2- Write informative/explanatory texts to determine a topic and convey ideas and information. a- Introduce a topic by providing a general observation and focus. b- Group related information logically, including formatting features, illustrations, and multimedia when needed to provide clarity to the reader. c- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d- Provide a conclusion related to the information or explanation presented. e- Link ideas within and across categories of information using words, phrases, and clauses. f- Use precise language and domain-specific vocabulary to inform about or explain the topic. g- Apply language standards addressed in the Foundational Literacy standards.

5.W.PDW: Production and Distribution of Writing

E E

5.W.PDW.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 5.W.PDW.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)


5.W.RBPK: Research to Build and Present Knowledge E E E

5.W.RBPK.8- Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. 5.W.RBPK.9- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading. 5.W.RBK.10- Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

5.W.RW: Range of Writing

E 5.W.RW.10- Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.


Q2

Tennessee Academic Standards: English Language Arts


PC: Print Concepts – PA: Phonological Awareness- 5.FL.PWR: Phonics and Word Recognition E 5.FL.PWR.3- Know and apply grade level phonics and word analysis skills when decoding isolated words in connected text.

a) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and suffixes) to read accurately unfamiliar multisyllabic words in context and out of context.

5.FL.WC: Word Composition E 5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.


5.FL.F: Fluency E 5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.



*5. FL.SC.6- Demonstrate commands of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing.

M a) Explain the function of conjunctions, prepositions, and interjections as used in general and in particular sentences.

E c) Use verb tense to convey various times, sequences, states, and conditions.

E d) Recognize and correct inappropriate shifts in verb tense.

M e) Use correlative conjunctions.

M f) Use punctuation to separate items in a series.


M g) Use comma to separate an introductory element from the rest of the sentence.

M h) Use comma to set off the words yes and no, to set off a tag question from the rest of the sentence (e.g., it’s true, isn’t it), and to indicate direct address.

E i) Use underlining, quotation marks, or italics to indicate titles of works.

E

j) Write multiple cohesive paragraphs on a topic.

5.FL.VA: Vocabulary Acquisition

E E E




E E E

*5.RL.KID.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. *5.RL.KID.2- Determine a theme or central idea of a story, drama, or poem from details in the text; summarize the text. *5.RL.KID.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.



E M E

*5.RL.CS.4- Determine the meaning of words and phrases as they are used in a text, including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone. *5.RL.CS.5- Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of particular texts. *5.RL.CS.6- Describe how a narrator’s or speaker’s point of view influences how events are described.





M M E

*5.RI.KID.1- Quote accurately form a text when explaining what the text says explicitly and when drawing inferences from the text. *5.RI.KID.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text. *5.RI.KID.3- Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.


E E

*5.RI.CS.5- Compare and contrast the overall structure of events, ideas, and concepts of information in two or more texts. *5.RI.CS.6- Analyze the similarities and difference in points of view of multiple accounts of the same event or topic.

5.RI.IKI: Integration of Knowledge and Ideas (Analytical Understanding)

E E E

*5.RI.IKI.7- Locate an answer to a question or solve a problem, drawing on information from multiple print or digital sources. *5.RI.IKI.8- Explain how an author uses reasons and evidence support which points. *5.RI.IKI.9- Integrate information from two or more texts on the same topic in order to build content knowledge.





5.SL.CC: Comprehension and Collaboration

E E E

5.SL.CC.1- Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly. 5.SL.CC.2- Summarize a text presented in diverse media such as visual, quantitative, and oral formats. 5.SL.CC.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

5.SL.PKI: Presentation of Knowledge and Ideas

E E

5.SL.PKI.4- Report on a topic or a text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas. 5.SL.PKI.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Writing


E M

*5.W.TTP.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a- Introduce a topic or text. b- Develop an opinion through logically-ordered reasons that are supported by facts and details. c- Create an organizational structure in which ideas are logically grouped to support the writer’s purpose. d- Provide a concluding statement or section related to the opinion presented. e- Link opinion and reasons using words, phrases, and clauses. f- Apply language standards addressed in the Foundational Literacy standards. *5.W.TTP.2- Write informative/explanatory texts to determine a topic and convey ideas and information. a- Introduce a topic by providing a general observation and focus. b- Group related information logically, including formatting features, illustrations, and multimedia when needed to provide clarity to the reader. c- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d- Provide a conclusion related to the information or explanation presented. e- Link ideas within and across categories of information using words, phrases, and clauses. f- Use precise language and domain-specific vocabulary to inform about or explain the topic. g- Apply language standards addressed in the Foundational Literacy standards.



E E E

5.W.PDW.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 5.W.PDW.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.) 5.W.PDW.6- With some guidance and support from adults, use technology, including the internet, to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technology skills to type a complete product in a single sitting as defined in W. 1-3.

5.W.RBPK: Research to Build and Present Knowledge M M E

5.W.RBPK.8- Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. 5.W.RBPK.9- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading. 5.W.RBK.10- Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.



Q3



PC: Print Concepts –


PA: Phonological Awareness- 5.FL.PWR: Phonics and Word Recognition E 5.FL.PWR.3- Know and apply grade level phonics and word analysis skills when decoding isolated words in connected text.


5.FL.WC: Word Composition E *5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.


5.FL.F: Fluency E 5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.




O a) Explain the function of conjunctions, prepositions, and interjections as used in general and in particular sentences.

E b) Form and use the perfect verb tense.

M c) Use verb tense to convey various times, sequences, states, and conditions.

M d) Recognize and correct inappropriate shifts in verb tense.

O e) Use correlative conjunctions.

O f) Use punctuation to separate items in a series.

O g) Use comma to separate an introductory element from the rest of the sentence.

O h) Use comma to set off the words yes and no, to set off a tag question from the rest of the sentence (e.g., it’s true, isn’t it), and to indicate direct address.

M i) Use underlining, quotation marks, or italics to indicate titles of works.

M j) Write multiple cohesive paragraphs on a topic.


5.FL.VA: Vocabulary Acquisition E M E




M M M



M O M


5.RL.IKI: Integration of Knowledge and Ideas (Analytical Understanding)

E

*5.RL.IKI.7- Explain how visual and multimedia elements contribute to the meaning, tone, or mood of a text, such as the graphic novel, multimedia presentation, or fiction, folktale, myth or poem.


E

*5.RL.IKI.9- Compare and contrast stories in the same genre on their approaches to similar themes and topics.





O O M



E M M

*5.RI.CS.4- Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area, including figurative, connotative, and technical meanings. *5.RI.CS.5- Compare and contrast the overall structure of events, ideas, and concepts of information in two or more texts. *5.RI.CS.6- Analyze the similarities and difference in points of view of multiple accounts of the same event or topic.


M E E







E M E



E E

5.SL.PKI.4- Report on a topic or a text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas. 5.SL.PKI.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Writing


M O E

*5.W.TTP.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a- Introduce a topic or text. b- Develop an opinion through logically-ordered reasons that are supported by facts and details. c- Create an organizational structure in which ideas are logically grouped to support the writer’s purpose. d- Provide a concluding statement or section related to the opinion presented. e- Link opinion and reasons using words, phrases, and clauses. f- Apply language standards addressed in the Foundational Literacy standards. *5.W.TTP.2- Write informative/explanatory texts to determine a topic and convey ideas and information. a- Introduce a topic by providing a general observation and focus. b- Group related information logically, including formatting features, illustrations, and multimedia when needed to provide clarity to the reader. c- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d- Provide a conclusion related to the information or explanation presented. e- Link ideas within and across categories of information using words, phrases, and clauses. f- Use precise language and domain-specific vocabulary to inform about or explain the topic. g- Apply language standards addressed in the Foundational Literacy standards. *5.W.TTP.3- Write narratives to develop real or imagined experiences of events using an effective technique, such as descriptive details and clear event sequences.


a- Orient the reader by establishing a situation, using a narrator and/or introducing characters. b- Organize an event sequence that unfolds naturally and logically. c- Use narrative techniques, such as dialogue, pacing, and description to develop experiences and events or show the responses of characters to situations. d- Use a variety of transitional words, phrases, and clauses to manage the sequence of events. E- Provide a conclusion that follows from the narrated experiences or events. F- Use precise words and phrases and use sensory details to convey experiences and events. G- Apply language standards addressed in the Foundational Literacy Standards.


E E E


5.W.RBPK: Research to Build and Present Knowledge E O O E

5.W.RBPK.7- Conduct short research projects that use multiple sources to build knowledge through investigations of different aspects of a topic. 5.W.RBPK.8- Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. 5.W.RBPK.9- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading. 5.W.RBK.10- Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.




Q4



PC: Print Concepts – PA: Phonological Awareness- 5.FL.PWR: Phonics and Word Recognition M 5.FL.PWR.3- Know and apply grade level phonics and word analysis skills when decoding isolated words in connected text.


5.FL.WC: Word Composition


M *5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. a) Spell grade-appropriate words correctly consulting references as needed. b) Write legibly in manuscript and cursive.

5.FL.FL: Fluency M 5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension.




O a) Explain the function of conjunctions, prepositions, and interjections as used in general and in particular sentences.

M b) Form and use the perfect verb tense.

O c) Use verb tense to convey various times, sequences, states, and conditions.

O d) Recognize and correct inappropriate shifts in verb tense.

O e) Use correlative conjunctions.

O f) Use punctuation to separate items in a series.

O g) Use comma to separate an introductory element from the rest of the sentence.

O h) Use comma to set off the words yes and no, to set off a tag question from the rest of the sentence (e.g., it’s true, isn’t it), and to indicate direct address.

O i) Use underlining, quotation marks, or italics to indicate titles of works.

O j) Write multiple cohesive paragraphs on a topic.

5.FL.VA: Vocabulary Acquisition M O

*5.FL.VA.7a- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. i- Use context as a clue to the meaning of a word or phrase. ii- Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word. iii- Consult references materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. *5. FL.VA.7b- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


M

i- Interpret figurative language, including similes and metaphors, in context. ii- Recognize and explain the meaning of common idioms and proverbs. iii- Use the relationship between particular words to better understand each of the words. *5.FL.VA.7c- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.



O O O



O O O


5.RL.IKI: Integration of Knowledge and Ideas (Analytical Understanding)

M M

*5.RL.IKI.7- Explain how visual and multimedia elements contribute to the meaning, tone, or mood of a text, such as the graphic novel, multimedia presentation, or fiction, folktale, myth or poem. *5.RL.IKI.9- Compare and contrast stories in the same genre on their approaches to similar themes and topics.


M 5.RL.RRTC.10- Read and comprehend stories and poems at the high end of the grades 4-5 text complexity band independently and proficiently.




O O O



M O O

*5.RI.CS.4- Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area, including figurative, connotative, and technical meanings. *5.RI.CS.5- Compare and contrast the overall structure of events, ideas, and concepts of information in two or more texts. *5.RI.CS.6- Analyze the similarities and difference in points of view of multiple accounts of the same event or topic.


O M M



M 5.RI.RRTC.10- Read and comprehend stories and informational texts at the high end of the grades 4-5 text complexity band independently and proficiently.



M O M




M E/M M

5.SL.PKI.4- Report on a topic or a text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas. 5.SL.PKI.5- Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 5.SL.PKI.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Writing


O O M

*5.W.TTP.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a- Introduce a topic or text. b- Develop an opinion through logically-ordered reasons that are supported by facts and details. c- Create an organizational structure in which ideas are logically grouped to support the writer’s purpose. d- Provide a concluding statement or section related to the opinion presented. e- Link opinion and reasons using words, phrases, and clauses. f- Apply language standards addressed in the Foundational Literacy standards. *5.W.TTP.2- Write informative/explanatory texts to determine a topic and convey ideas and information. a- Introduce a topic by providing a general observation and focus. b- Group related information logically, including formatting features, illustrations, and multimedia when needed to provide clarity to the reader. c- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d- Provide a conclusion related to the information or explanation presented. e- Link ideas within and across categories of information using words, phrases, and clauses. f- Use precise language and domain-specific vocabulary to inform about or explain the topic. g- Apply language standards addressed in the Foundational Literacy standards. *5.W.TTP.3- Write narratives to develop real or imagined experiences of events using an effective technique, such as descriptive details and clear event sequences. a- Orient the reader by establishing a situation, using a narrator and/or introducing characters. b- Organize an event sequence that unfolds naturally and logically. c- Use narrative techniques, such as dialogue, pacing, and description to develop experiences and events or show the responses of characters to situations. d- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.


e- Provide a conclusion that follows from the narrated experiences or events. f- Use precise words and phrases and use sensory details to convey experiences and events. g- Apply language standards addressed in the Foundational Literacy Standards.

5.W.PDW: Production and Distribution of Writing M M M


5.W.RBPK: Research to Build and Present Knowledge M O O M

5.W.RBPK.7- Conduct short research projects that use multiple sources to build knowledge through investigations of different aspects of a topic. 5.W.RBPK.8- Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. 5.W.RBPK.9- Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading. 5.W.RBK.10- Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.


M 5.W.RW.10- Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

Documents

Purpose of the Pacing Guides - SharpSchoolmauryk12.ss9.sharpschool.com/UserFiles/Servers/Server...Maury County Public Schools, Spring 2019 5th Grade ELA Pacing Guide 4 VA: Vocabulary